This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• analyse lifestyle factors that affect health
• relate eating and activity patterns to health
• demonstrate an awareness of eating disorders
• demonstrate an ability to access health-related resources
• demonstrate a knowledge of key lifestyle practices associated with the prevention of HIV/AIDS, sexually transmitted diseases, and other communicable diseases

To view the prescribed learning outcomes for Personal Development (Healthy Living) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Ask students to generate examples of how personal choices (e.g., smoking, driving instead of walking, purchasing heavily packaged foods) can affect their health, the health of others, and the health of the environment.
• Invite students to create posters, bumper stickers, or pamphlets promoting healthy practices (e.g., for nutrition, stress management).
• Have students identify and discuss issues related to body image and the use of drugs, including diet pills and steroids.
• Ask students to analyse a variety of magazine articles and advertisements to determine whether they present healthy or unhealthy messages.
• Suggest that students track their food consumption for one week. Then challenge them to:
  • classify their daily food intake according to Canada's Food Guide to Healthy Eating
  • identify any gaps or excesses
  • propose strategies for improving their nutrition
  • set goals based on their findings
• Invite a community dietitian to discuss with students the incidence, consequences, and causes of common eating disorders (e.g., bulimia, anorexia nervosa).
• Play a game in which three students pose as authorities on a particular subject (e.g., eating disorders). Only one gives completely accurate information in response to questions from the floor, however. After a specified number of questions, the class must guess which of the three has been telling the truth.
• Have students research (e.g., using the Internet) and compile information on community resources and publications related to health practices. Suggest that they develop and publish their findings in a handbook.
• Ask students to use appropriate resources to research the causes, symptoms, and incidence of a number of STDs (including HIV/AIDS). After verifying the information, have them compile the data in chart form.

• When students generate examples of how personal choices can affect health, look for evidence that they are able to:
  • offer relevant examples
  • describe effects on both physical and mental health
  • consider how choices affect others
  • identify the effect on the environment (where applicable)
  • suggest alternatives and assess their potential effects
• Have students develop a set of questions to guide their analyses of magazine articles and advertisements. For example:
  • What is the purpose? What does the writer or creator want readers or viewers to think or do?
  • What are the explicit and implicit messages related to healthy or unhealthy practices?
  • To what extent is each of the messages accurate?
  • If people believed these messages, how might that affect their health?
  • What are some strategies that might counter the messages in this example?
• Have students work in pairs or small groups to develop several factual health-related questions (relevant to topics they have been discussing) that cannot be answered using current classroom resources. Assign three to five questions to each pair of students and challenge them to find the answers in at least two sources. (These can include community agencies as well as electronic and print materials.) Look for evidence that students are able to:
  • identify and access relevant sources
  • record and report on detailed, accurate, and relevant information
• Assess students' charts on sexually transmitted or communicable diseases for:
  • use of current and credible sources
  • detail and accuracy of the information about causes, symptoms, and incidence

• Real People: Coping with Eating Disorders
• Strategies for Career and Life Management - Chapter 4
• Canada's Food Guide to Healthy Eating, Revised
• A Million Teenagers, Fifth Edition
• Teens and Aids: Real People, Real Stories
• FoodTrack Computer
• FoodTrack Program
• AIDS Education Resource and HIV Simulation Game, Second Edition

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